Everyone plays! Increasing participation of special needs children.

Abstract

This article identifies specific strategies for increasing participation of children with disabilities in physical education classes or in active playground or game settings.

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Kickball, softball, and relay races are all games most adults remember playing in physical education class in elementary school. What about those adults who grew up having special needs or disabilities? Do they have memories of playing those games during their elementary school years? Are today's classroom teachers and physical educators doing enough to increase participation and inclusion in their classes? This article offers elementary classroom teachers and physical educators strategies for increasing participation and enhancing inclusion of special needs students in physical education games.

In the early 1970's, Annemarie was a fifth grade student who enjoyed physical play experiences like most elementary school children. She could be frequently seen sitting on the sidelines quietly keeping score during kickball games in gym class with her fellow fifth graders. She would patiently watch the game and at times not pay close attention to the action and players in the field. The teacher would tell the class that the game about to be played was not safe for Annemarie, so she was asked to be the special scorekeeper for the game. At times, Annemarie did participate in class softball games. She would eagerly stand at the plate, holding the bat confidently, hit the ball easily, and another student would be selected to "pinch run" for her around the bases. During those weekly physical education classes, Annemarie was a sporadic participant during the entire school year. Annemarie was the only "special needs" child in her class. She was born with muscular dystrophy and had endured many surgeries during her elementary school years to improve her walking and running abilities. How much fun did Annemarie have keeping score and watching other children run around the bases for her? In cases like Annemarie's, children with disabilities have opportunities to participate in recreation programs, intramural sports programs, and other special sports programs, but most children desire to play in "regular" physical education classes or sports leagues with a variety of individuals. How can teachers increase the level of participation and enhance inclusion?

Federal Legislation

Prior to the Education for All Handicapped Children Act in 1975, little or no adaptations were made for disabled children in physical education classes. This act led to the development of the term, mainstreaming when described the desegregation of disabled children from their non-disabled peers. Adaptive physical education classes emerged for disabled children. Adaptations involving equipment, game rules, reduced class sizes, and instructional support were a major part of adaptive physical education classes (Rizzo & Lavay, 1995).